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Original Research
Facilitating critical thinking within the nursing process framework: a literature review
Health SA Gesondheid | Vol 12, No 4 | a273 |
DOI: https://doi.org/10.4102/hsag.v12i4.273
| © 2007 M M Chabeli
| This work is licensed under CC Attribution 4.0
Submitted: 17 November 2007 | Published: 17 November 2007
Submitted: 17 November 2007 | Published: 17 November 2007
About the author(s)
M M Chabeli, University Of Johannesburg, South AfricaFull Text:
PDF (433KB)Abstract
This article intends to describe how critical thinking of learners can be facilitated or infused in clinical nursing education using the identified core cognitive critical thinking skills, their related sub-skills and the affective dispositions.
Opsomming
Hierdie artikel het ten doel om te beskryf hoe kritiese denke by leerders in kliniese verpleegonderwys gefasiliteer kan word deur die geïdentifiseerde kern-kognitiewe kritiese denkvaardighede, hul verwante sub-vaardighede asook affektiewe disposisies te gebruik.
*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
Opsomming
Hierdie artikel het ten doel om te beskryf hoe kritiese denke by leerders in kliniese verpleegonderwys gefasiliteer kan word deur die geïdentifiseerde kern-kognitiewe kritiese denkvaardighede, hul verwante sub-vaardighede asook affektiewe disposisies te gebruik.
*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Crossref Citations
1. Post-basic nursing students’ reflections on their experiences of dialogic mediation
Nadine F. Petersen, Vanessa Merckel
Health SA Gesondheid vol: 18 issue: 1 year: 2013
doi: 10.4102/hsag.v18i1.715